few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Understand congruence and similarity using physical models, transparencies, or geometry software.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Understand and apply theorems about circles.

Experiment with transformations in the plane.

Apply trigonometry to general triangles.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Analyze, compare, create, and compose shapes.

Classify two-dimensional figures into categories based on their properties.

Translate between the geometric description and the equation for a conic section.

Prove geometric theorems.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Prove theorems involving similarity.

Understand similarity in terms of similarity transformations.

Understand and apply the Pythagorean Theorem.

Understand congruence in terms of rigid motions.

Reason with shapes and their attributes.

Explain volume formulas and use them to solve problems.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Define trigonometric ratios and solve problems involving right triangles.

Visualize relationships between two-dimensional and three-dimensional objects.

Use coordinates to prove simple geometric theorems algebraically.

Find arc lengths and areas of sectors of circles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Apply geometric concepts in modeling situations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Make geometric constructions.

Solve real-world and mathematical problems involving area, surface area, and volume.
problem_activity: Problem 1
Describe whether the following statement is always, sometimes, or never true:
“If you reflect a figure across two parallel lines, the result can be described with a single translation rule.”
Problem 2
Describe whether the following statement is always, sometimes, or never true:
“The reflection of a figure over two unique lines of reflection can be described by a rotation.”
Problem 3
Johnny says three rotations of
$${90^{\circ}}$$
about the center of the figure is the same as three reflections with lines that pass through the center, so a figure with order 4 rotational symmetry results in a figure that also has reflectional symmetry.
Describe, using evidence from the two drawings below, to support or refute Johnny’s statement.
[IMG]


correct_option_index: 3

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